Hazel Dewart, Paula Hixenbaugh, Della Drees, Lisa Thorn

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Hazel Dewart, Paula Hixenbaugh, Della Drees,
Lisa Thorn
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Welcome

• 100 Lunch
• 130 Overview
• 200 Small group work
• 230 General discussion
• 300 Room 450
• 330 Coffee/conclusions
• 400 Finish

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Introduction

• Overview of project
• What is mentoring?
• Is it effective?

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Not a New Concept

• Those who seek mentoring will rule the great
  expanse under heaven
• Se Cheng, Chinese Book of History
• 6th Century B.C.

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Definition

• Mentoring - from the Greek word meaning
  enduring-- is defined as a sustained
  relationship between a youth and an adult.

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Definition

• Mentoring is a process by which an experienced
  person provides advice, support, and
  encouragement to a less experienced person

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Overview of Project

• An innovative scheme offering free mentoring via
  e-mail to all first level students by their peers
  at the third level.

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Flow of e-mail based information
Informing all participants in the research The
University Counselling and Advice Service
Department
Master Mentor
Mentors
Researchers
Blackboard
Mentees
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What is Mentoring?

• An informal relationship
• A supportive relationship
• A guiding relationship
• Leads to the growth of both members

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Is it Effective?

• Within organisations mentees receive more
  promotions, have higher salaries, exert greater
  influence, have more opportunities, are more
  satisfied with their jobs and careers. (Fagenson,
  1989, Scandura, 1992)

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Is it Effective (cont.)

• Mentees are highly committed to their
  organisations, are less likely to leave and
  provide their organisations with leadership
  talent (Burke, McKenna, McKeen, 1991 Biator
  Scandura, 1991)

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Satisfaction with Universitycontrol vs mentoring
Significant interaction (F(1.58) 5.324,
p0.025) Percentage increase from induction in
mean satisfaction scores for 2003-4 and control
intakes  
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Non-mentored control vs mentored intakes
Mentor contact vs no mentor contact (mentored
years) intakes
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Identifying the Issues?Group Work

• Difficulties of the first year
• Identify questions
• What information would have been helpful
• Keep a careful record of your discussion

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Second Whole Group Session

• Identifying the issues
• Nature of email communication
• Effective Mentoring

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Questions asked by previous mentees

• Last year three students stated that the reason
  they had contacted their mentor was because they
  were considering dropping out. These students
  went on to complete the year.

n51
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Direct quotes from previous mentees

• They contacted me to check everything was OK,
  I replied with a question about the weighting of
  1st year marks towards final degree
• I asked for advice with workload a view of
  what the course is like in the final year and
  second year
• Was concerned about doing assignments mentor
  said not to worry as 1st year is about learning
  and improving those skills
• I had problems with research methods needed
  reassuring
• What course modules to choose
• Difficulties with time management, getting it
  all done!

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More direct quotes from previous mentees

• For advice on how to survive through a difficult
  time
• I felt overwhelmed at the beginning and wanted
  to quit!
• I needed the extra support
• Desperation lack of confidence
• Stressed out
• Panic, get encouragement, put things into
  perspective
• Because he was there!

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Nature of the Communication

• No non-verbal cues
• Short
• Informal
• Benefits
• Costs

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Goals of Helping Relationships(Adapted from Egan
1998)

• Help mentees manage their problems in adjusting
  to University and develop unused or underused
  opportunities
• Help mentees to become better at helping
  themselves

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Basic Communication Skills for Helping

• Attending
• Listening
• Understanding
• Basic empathy

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Tips for Effective Mentoring

• Maintain regular contact
• Be honest
• Be positive
• Dont expect to have all the answers
• Dont feel rejected

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No. of students contacting e-mentors

• Last year, 77 of first years said they felt that
  they could contact their e-mentor.
• However, only 51 said they had contacted their
  e-mentor at least once.
• The most frequent reason students gave for not
  contacting their e-mentor was that they did not
  need to.

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Getting Started

• Introduce yourself
• First messages
• Encourage mentees to share information about
  themselves
• Ask questions
• Establish regular contact
• New Year welcome back message

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Practical - Information Sources

• Information resources on the intranet
• Where to refer

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Possible Problems
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Problems

• Deciding the appropriate level of contact
• frequency of e-mail
• face to face meeting
• Mismatch of mentor and mentee
• Not knowing the answer

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Dangers

• When to refer
• Extreme anger
• Signs of depression
• Talk of suicide
• Talk of harming another

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Ethical Issues

• Plagiarism
• Breaking the law
• Comments about others

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Summary

• What mentoring is/is not
• How scheme works
• How to get started
• What issues could arise
• When to refer
• Questions?

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Good Luck